DOCSLIB.ORG

SEN Information Report the Kinds of Special Educational Needs for Which Provision Is Made at the Hayling College

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
SEN Information Report the Kinds of Special Educational Needs for Which Provision Is Made at the Hayling College Updated July 2018 Review Date July 2019 SEN Information Report The kinds of special educational needs for which provision is made at The Hayling College The Hayling College is a mainstream, local authority secondary school that largely serves the community who live on Hayling Island. A small number of pupils travel to Hayling Island each day from other communities such as Havant. We are a smaller than average secondary school and as such pride ourselves on supporting and developing our students as individuals. We are an inclusive school. At The Hayling College we believe that special needs are a whole school responsibility. All teachers are teachers of students with special educational needs and make a valuable contribution to successful inclusion for all. At The Hayling College we aim to: Identify students with special educational needs. Enable students with Special Educational Needs and Disabilities (SEND) to have access to a broad, balanced and relevant curriculum which is differentiated to meet their individual needs. Obtain adequate financial resources from the Local Authority to make such provisions. Promote a positive working partnership with parents. Ensure effective communication within school and with outside agencies. Create a fully inclusive school in which all members see themselves as valued for the contribution they make. How does the school know if children/young people need extra help? The SENCo (Special Educational Needs Co-ordinator) will liaise with the feeder primary school SENCo’s and teachers to identify pupils transferring to secondary school with special educational needs or disabilities. A comprehensive range of tests and information sources are used for identification and assessment of SEN including Key Stage 2 SATS (Standard Attainment Tests), reading and comprehension, spelling, reading accuracy, phonics awareness, numeracy, handwriting and vocabulary screening. The students own assessment/perception of difficulties will be sought as early as possible and the student included in the decision making. Admissions from other Secondary Schools will be routinely screened for reading and spelling and provision made available for those placed on the SEN register. Appropriate teaching styles and learning tasks are then considered. Resources will be allocated to these students according to their level of need and statutory requirements. Some students’ performance may fall below age related expectations to the extent that they satisfy the SEN criteria. If this continues to be the case, even when teaching approaches are specifically targeted to improve the identified areas of weakness, they will be assessed to establish whether or not they meet the criteria of having a special educational need. A student may be referred to the SENCo by the Head of Upper or Lower School, form tutor or subject teacher who will provide the appropriate evidence. What should I do if I think my child may have special educational needs? Talk to us – contact the SENCo by telephone on 02392 466241 Ext 216 or by email [email protected]. Alternatively, speak to the form tutor or Head of Upper or Lower School. We aim to develop positive relationships with parents/carers and will encourage openness and honesty to help support your child. What additional support is offered to families? At The Hayling College we have a family home/school link advisor who can work to support a pupil to access the curriculum. This may be because of a long-term illness or family trauma. What are the school’s policies for making provision for pupils with SEN? It is the responsibility of all subject teachers to ensure that the student receives relevant support and that individualised teaching and learning strategies are implemented. All work within class is planned and at an appropriate level so that all children are able to access according to their specific needs. Typically this might mean that in a lesson there could be two or three different levels of work set for the class, however, on occasions this can be individually differentiated. For some children it may be necessary to provide support that is additional and different to the curriculum. Typically this may be for additional literacy or numeracy. Intervention planning takes account of the student’s learning characteristics and the environment in which they learn best. Interventions may be delivered by a class teacher or TA (Teaching Assistant). A record of interventions carried out is recorded on a school Provision Map so that teachers can monitor and track the progress of all children. Our commitment to pupils with SEN is provided within the school SEN Policy on the school website. How does the school evaluate the provision made for pupils with SEN? If your child has a special educational need, their name will be placed on the school SEN Register. The school will communicate with the parent/carer to inform them that this is the case. The school SEN Register is updated regularly on-line and is available to all staff. If your child has complex SEN they may be part of an IPA (Inclusion Partnership Agreement) or have a Statement of SEN or an Education and Health Care Plan (EHCP) (from September 2014). Strategies employed to enable the student to progress will be recorded within an Individual Education Plan (IEP) which will include short-term targets, teaching strategies, provision/resources, review and evaluation. This is reviewed on a twice yearly basis. Parents/carers are given a copy of the IEP and pupils are given an individual copy of their targets. What opportunities will there be for me to discuss my child’s progress? We believe that your child’s education should be a partnership between parent and teacher, therefore we aim to keep communication channels open and encourage you to stay in regular contact with us, especially if your child has complex needs. You are welcome at any time to make an appointment to meet with the Head of Upper School, Head of Lower School or the SENCo and discuss how your child is getting on. We can offer advice and practical ways that you can help your child at home. School has a calendar of opportunities to meet with your child’s tutor or subject teacher and review the progress of your child. Individual appointments can be made with any subject teacher or tutor by contacting the college reception desk. How are the Governors involved and what are their responsibilities? The SENCo reports to the SEN Governor (Mrs. Claire Humphries) every term to inform them about the progress of children with SEN. This report does not refer to individual children and confidentiality is maintained at all times. The Governors agree priorities for spending within the SEN budget with the overall aim that all children receive the support they need in order to make progress. How does the school assess and review the progress of my child’s SEN needs? If you have a child with complex SEN (who has an IPA or Statement/EHCP) a formal review with parent, student, SENCo and relevant school staff will take place twice a year to review the child’s IEP or attend an Annual Review meeting. If the child has not met targets, the reasons for this will be discussed, then the target may be adapted into smaller steps or a different approach may be tried to ensure that the child does make progress. For all other students on the SEN Register, their Picture of Need will be reviewed twice a year to set appropriate, measureable targets. Parents/carers will be invited to meet with the SENCo and their child in order to discuss these targets and progress, which could be academic or social and emotional, depending on the learning need. As a school we measure children’s progress in learning against National Curriculum and age related expectations. Subject teachers continually assess each child and will take note of both areas where they are improving and where further support is needed. As a school we track and monitor children’s progress using a variety of different methods including National Curriculum levels and reading and spelling ages. These are reported home through Reports and Progress Review Days. The home-school agreement sets out expectations of both parent and school to provide the basis of a successful working partnership. How will the school staff support my child? All subject teachers are responsible for ensuring that the student receives relevant support and that individualised teaching and learning strategies are implemented. Differentiation is planned for, at an appropriate level, so that all children are able to access the curriculum according to their specific needs. How does the school adapt the curriculum and learning environment for pupils with SEN? For some children it may be necessary to provide support that is additional to and different from the curriculum. There may be a TA working with your child, either individually or as part of a group in class, if this is seen as necessary by the class teacher and SENCo. In addition, subject leaders, in discussion with subject teachers, may decide that a pupil would benefit from a programme of intervention outside of the classroom, focusing on reinforcing or extending their learning. Typically, a pupil with SEN will be identified as benefiting from this type of intervention. This may be delivered by a TA under the guidance of the class teacher. In addition, the Learning Support Department provide specific programmes of intervention aimed at pupils with SEN, in small groups or one-to-one, under the direction of the SENCo. This may mean that a pupil is withdrawn from the curriculum to attend a series of lessons. Additional support for learning that is available to pupils with SEN There are a range of additional programmes of support provided at The Hayling College to meet the needs of pupils with SEN.
Load more

Recommended publications
  • Secondarydata 2018 for Website.Xlsx
    Allocation of secondary school places for September 2018 Abbreviations used: PAN - Published Admission Number SEN - Special Educational Needs EHCP - Education, Health and Care Plan The table below shows the published admission number (PAN) for entry to Year 7 in September 2018 at each secondary school in Hampshire, the total number of applications received (first, second and third preference) and the number of places offered on the national notification date (1 March 2018). The 'Allocated' column refers to children who were unsuccessful in gaining a place at any of their preferred schools and were offered a place at the school by the local authority because it was their catchment school or nearest school with a place available. Hampshire County Council is the admission authority for all community secondary schools and a breakdown of the number of places offered, by admission criteria, is also provided for these schools. For oversubscribed schools, the distance of the last child offered a place (measured in miles as a straight line) is shown. Information about the breakdown of places at other schools (Academies, Foundation, Aided and Trust schools), should be obtained from the school directly. Each school’s admission policy sets out how places are allocated when they are more applications than places available. You can view the admission policy for any school by visiting their school details page at: www.hants.gov.uk/educationandlearning/findaschool. School DfE No. Total no. of applications PAN Total no. of offers Statement of SEN/ EHCP
    [Show full text]
  • The Healthy Generation Lifelab: Engaging the Educators
    The Healthy Generation LifeLab: Engaging the Educators Lifelab forms part of the NIHR Southampton Biomedical Research Centre, a partnership between University Hospital Southampton NHS Foundation Trust and the University of Southampton, and funded by the National Institute for Health Research. LifeLab; Me, My health and My Children’s Health Programme You are cordially invited to one of the most innovative opportunities in health education... The LifeLab showcase is a fantastic opportunity for you to see firsthand the amazing impact already 4.00 – 4.30pm taking place as a result of involvement with the LifeLab schools’ project over the past school year. Arrival It would be wonderful if you could join us to see the students’ work and hear from both teachers and 4.30pm students about their experiences of engaging with LifeLab. Opening remarks There will be opportunities to explore ways in which you can become involved in this initiative as it moves into the next phase. 4.40pm We look forward to meeting you... The hospital perspective The LifeLab Team 4.50pm Kathryn Woods-Townsend, Hannah Davey, Students’ posters Lisa Bagust, James Hartshorn, accompanied by a light Marcus Grace, Janice Griffiths, Hazel Inskip, Keith Godfrey, buffet and refreshments Mark Hanson and Andri Christodoulou. 5.30pm Impact of the LifeLab Date: Thursday 13th June How to find us: Standing outside the main hospital programme – hear from entrance, turn to the left and follow the light green the students and teachers Time: 4.30pm-6.30pm and brick building around the outside until you come to the North wing entrance. Through the North wing involved in the project Location: Conference Room, entrance on the left hand side, take the lift or the stairs 6.00pm Heartbeat Education Centre, to F level.
    [Show full text]
  • September 2016 Admissions Data - Year 7
    September 2016 admissions data - Year 7 Abbreviations used: PAN - Published Admission Number SEN - Special Educational Needs EHCP - Education, Health and Care Plan The table below shows the total number of on-time applications (first, second and third preferences) received for each school in the normal admission round for September 2016 and the number of places offered on the national notification date (1 March 2016). A breakdown of the places offered by admission criteria is also provided for all Hampshire community and voluntary controlled schools and any academies, foundation or aided schools using the same criteria. A copy of Hampshire County Council's admission criteria can be found at www.hants.gov.uk/admissions_policies_2016. Data for schools following a different set of criteria can be obtained from the school directly. The 'Allocated' column shows the number of children who were allocated a place at the school by the Local Authority because the parent was unsuccessful in gaining a place at any of their preferred schools and this was the catchment or nearest school with a place available. For oversubscribed schools, the last column shows the distance (measured as a straight line unless otherwise stated in the school's admission policy) of the last child offered a place within the criterion in which the school oversubscribed. Please note that patterns of applicant data may not be repeated in subsequent years. DfE NO. School Total applications 2016 PAN 2016 Total Offers 2016 SEN/ EHCP Looked after Medical Catchment sibling Other
    [Show full text]
  • Impact of Building Schools for the Future Announcement of Monday 5 July 2010
    Impact of Building Schools for the Future announcement of Monday 5 July 2010 1. This list sets out the impact on schools of the announcement on Building Schools for the Future (BSF) made by the Secretary of State for Education on Monday 5 July 2010. It has been produced by Partnerships for Schools (PfS) after validation at senior level in Local Authorities and rigorously checked by the Department for Education, including by making telephone contact with every Local Authority listed and with all affected Academy sponsors. 2. This process of checking has been necessary because of the complexity of the BSF process, to ensure the accuracy of this list and, in particular, because, to date, PfS has collected data from Local Authorities about BSF schools as they progressed. Rather than micromanaging individual schools, PfS has relied on Local Authority-level information. 3. All Local Authorities which were participating in BSF are listed, plus those who have had one school pathfinders or academies built or being built through the Partnerships for Schools Academies Framework. That is 102 Local Authorities out of a total of 152. And every school which was included within a Local Authority project is listed and is categorised as either ‘open’, ‘unaffected’, ‘for discussion’ or ‘stopped’. 1592 schools are listed in total. 159 are categorised as ‘open’, 547 as ‘unaffected’, 151 as ‘for discussion’ and 735 as ‘stopped’. 4. For simplicity, and because large numbers of pupils cross constituency boundaries to attend school, this list does not provide a breakdown of schools by constituency. 5. There are many examples of Local Authorities in this list having schools in more than one of these categories.
    [Show full text]
  • HAMPSHIRE – CEP Profile LAST UPDATED: 09/05/2019
    HAMPSHIRE – CEP Profile LAST UPDATED: 09/05/2019 CONTENTS 1. HAMPSHIRE CONTEXTUAL OVERVIEW P2 2. OVERALL CONTEXTUAL SCORE P3 3. INDICATOR #1: CYP POPULATION – PUPIL & STUDENT NUMBERS P5 4. INDICATOR #2: CYP POPULATION – AGE PROFILE P5 5. INDICATOR #3: CYP POPULATION – LOOKED AFTER CHILDREN (ALL TYPES < 18 years old) P6 6. INDICATOR #4: CYP POPULATION – SEN CHILDREN (ALL TYPES < 19 years old) P6 7. INDICATOR #5A: CYP POVERTY – FREE SCHOOL MEALS P7 8. INDICATOR #5B: CYP POVERTY – FREE SCHOOL MEALS (Detail by ADMINISTRATIVE DISTRICT) P7 9. INDICATOR #6: CYP POVERTY – CHILDREN LIVING IN WORKLESS HOUSEHOLDS, EXCLUDING STUDENT HOUSEHOLDS P8 10. INDICATOR #7A(i): ATTAINMENT AT KS2 P8 11. INDICATOR #7A(ii): ATTAINMENT AT KS2 – VARIATION IN RELATION TO DISADVANTAGED PUPILS P8 12. DETAIL #7B: ATTAINMENT / FREE SCHOOL MEALS – ADMINISTRATIVE DISTRICT OF HAVANT P9 13. INDICATOR #8A(i): ATTAINMENT AT KS4 P10 14. INDICATOR #8A(ii): ATTAINMENT AT KS4 – VARIATION IN RELATION TO DISADVANTAGED PUPILS P10 15. INDICATOR 11A: PROVISION – ARTS AWARD CENTRE ACTIVITY BY TYPE P11 16. INDICATOR 12A: PROVISION – ARTSMARK JOURNEY P11 17. INDICATOR 12B: PROVISION – ARTSMARK ACTIVITY BY ADMINISTRATIVE DISTRICT P12 1. 1. HAMPSHIRE CONTEXTUAL OVERVIEW (unweighted) #1 Children & Student Population 176 #8A(ii) KS4 - Disadvantaged -8 #2 Proportion Aged <20 -3 #8A(i) KS4 - All #3 Looked After Children 2 10 #7A(ii) KS2 - Disadvantaged #4 All Schools: SEN -4 -2 #7A(i) KS2 - All #5 FSM Primary 5 -15 #5 FSM Secondary -6 #6 Workless Households with Children -33 Scores higher than 0 (outside green line) denote higher than SE average, scores lower than 0 (inside green line) denote lower than SE average.
    [Show full text]
  • The Hayling College Church Road, Hayling Island, Hampshire PO11 0NU
    School report The Hayling College Church Road, Hayling Island, Hampshire PO11 0NU Inspection dates 6–7 February 2018 Overall effectiveness Good Effectiveness of leadership and management Good Quality of teaching, learning and assessment Good Personal development, behaviour and welfare Good Outcomes for pupils Good Overall effectiveness at previous inspection Requires improvement Summary of key findings for parents and pupils This is a good school The headteacher has relentlessly focused on Those pupils who have special educational creating an improvement culture in the school. needs (SEN) and/or disabilities are well This has led to better outcomes for pupils. supported by teachers and other adults, so they can access learning effectively. This has Leaders know the school’s strengths and led to these pupils improving their reading. weaknesses well. This enables them to prioritise appropriately, to raise the attainment Teachers have strong subject knowledge and of pupils. they usually set challenging tasks. They ask questions to probe pupils’ understanding and Governors hold leaders to account well for the require them to explain their thinking. pupils’ progress. They receive comprehensive information from school leaders which enables The curriculum is broad and balanced and them to challenge the school effectively. enables pupils to pursue their interests. The broad range of extra-curricular opportunities is Overall pupils’ attainment and progress in highly valued by pupils. GCSE examinations in 2017 were in line with those of other pupils nationally. The vast majority of pupils behave well in lessons and around the school site. They are In 2017 GCSE examinations, disadvantaged keen to learn and disruptions are infrequent.
    [Show full text]
  • Hierarchy Description Secondary Direct Management Academic Year 15/16 Type Agency Supply
    Hierarchy Description Secondary Direct Management Academic Year 15/16 Type Agency Supply Row Labels Sum of Val.in rep.cur. Aldworth Science College £ 84,007.10 CAPITA EDUCATION RESOURCING £ 4,041.83 CAPITA RESOURCING LTD £ 7,500.00 Edu Pole Consultants £ 24,375.00 Flourish & Nourish Limited £ 3,717.50 HAYS EDUCATION £ 2,340.00 JJFox Ltd £ 1,062.00 Simply Supply Ltd £ 224.50 SUPPLY DESK LTD £ 5,620.00 SYNARBOR EDUCATION £ 23,170.00 Teaching Personnel Ltd £ 11,956.27 Applemore College £ 61,217.25 ACADEMICS LTD £ 1,240.40 ALDERWOOD EDUCATION LTD £ 158.68 CAPITA EDUCATION RESOURCING £ 14,909.21 Celsian Education £ 2,073.38 ITN MARK EDUCATION £ 170.69 Named Individual £ 400.60 Reed Education £ 26,864.88 Simply Supply Ltd £ 10,134.28 SUPPLY DESK LTD £ 606.00 Teaching Personnel Ltd £ 3,627.13 TIMEPLAN EDUCATION GROUP LTD £ 1,032.00 Brighton Hill Community College £ 4,502.41 Accounting Adjustment -£ 1,784.00 CAPITA EDUCATION RESOURCING £ 314.00 ITN MARK EDUCATION £ 1,090.16 REED PAYROLL MANAGEMENT LTD £ 3,062.25 THE TEACHING SUPPLY AGENCY £ 1,820.00 Brookfield Community School and Language College £ 4,513.23 Accounting Adjustment £ 4,373.23 Fareham College £ 140.00 Brune Park Community College £ 284,224.23 Academics £ 9,249.00 ACADEMICS LTD £ 17,785.50 Accounting Adjustment £ - ALDERWOOD EDUCATION LTD £ 3,652.61 CAPITA EDUCATION RESOURCING £ 34,096.00 CAPITA RESOURCING LTD £ 64,886.52 Hays Specialist Recruitment Ltd £ 170.00 Impact Teachers Ltd £ 51,975.00 ITN MARK EDUCATION £ 6,606.24 NETWORK VENTURES LTD -£ 121.91 Reed Education £ 760.00 REED
    [Show full text]
  • British Schools Championships 14 March 2020
    British Schools Championships 14 March 2020 EIS Sheffied G8/9-36 (1) G8/9-40 (7) 1 Chloe GARRETT Woodland School 1 Carrieanne EVANS Maesteg School 2 Charlotte TIMSON Great Marlow School 3 Jessica NUNN Burnt Mill Academy 3 Jocelyn CALLAGHAN Queen Anne High School G8/9-44 (8) G8/9-48 (11) 1 Charlotte HAINES Lutterworth College 1 Leah THAKUR St Dominic's Grammar School 2 Paige SWEETLAND Forrester High School 2 Sophie CARTWRIGHT Eastbank Academy 3 Fareya MARTIN Test Valley School 3 Eliza SEDGBEER Birchwood High School 3 Zara WILKINSON Lightcliffe Academy 3 Katie WINDLE St Edmund of Arrowsmith 5 Macey WEALLEANS The Misbourne School 5 Ella DORE Nonsuch High School For Girls 5 Lillie-Grace DELAHAY Maesteg Comprehensive 5 Charlotte BURKE Saffron Walden County High G8/9-52 (14) G8/9-57 (13) 1 Esmee HOLGATE Queen Elizabeth School 1 Tahlia COLLIS-SMITH Princethorpe College 2 Evie SHERGILL Bohunt School 2 Charlotte HAY Tavistock College 3 Savannah TAMSIN CANNING Windsor Girls School 3 Josie MOORE Harton Academy 3 Elisa THOMPSON St Johns School & Sixth Form 3 Olivia SIMPSON Haberdashers Askes Crayford 5 Isabelle ADAMS Lady Lumleys School 5 Grace VANN-STEWART Lightcliffe Academy 5 Sarah SMITH Deans Community High School 5 Isabelle WILSON Mayfield Grammar Sch G8/9-63 (13) G8/9+63 (4) 1 Lucy ROBINSON Northallerton School 1 Alanna HOPKINS Tavistock College 2 Megan LICENCE Dollar Academy 2 Ruby FOSTER St Julians High School 3 Hope O'NEILL Yateley School 3 Tyla-Jane SLATER Penair School 3 Mayashan SHARMADEKKER Wolverhampton Grammar Sch 3 Rebecca FRISBY
    [Show full text]
  • September 2015 Admissions Data - Year 7
    September 2015 admissions data - Year 7 Abbreviations used: PAN - Published Admission Number SEN - Special Educational Needs EHCP - Education, Health and Care Plan The table below shows the total number of on-time applications (first, second and third preferences) received for each school in the main admission round for September 2015 and the number of places offered on the national notification date (2 March 2015). A breakdown of the places offered by admission criteria is also provided for all Hampshire community and voluntary controlled schools and any academies, foundation or aided schools using the same or very similar admission criteria. A copy of Hampshire County Council's admission criteria can be found at www.hants.gov.uk/ad-2015_policies. Data for schools following a different set of criteria can be obtained from the school directly. The column headed 'Allocated' shows the number of children who were allocated a place at the school by the Local Authority because the parent was unsuccessful in gaining a place at any of their preferred schools and this was the catchment or nearest school with a place available. Where a school was oversubscribed from within any of the listed criterion, straight line distance (unless otherwise stated in the school's admission policy) was used to determine priority. The final column shows the straight line distance of the last child admitted, where the distance tie-break was used to determine the last place offered. Please note that patterns of applicant data may not be repeated in subsequent years.
    [Show full text]
  • Havant Borough Council Transport Statement Live Scheme List
    Hantsfile Name: Havant Borough Council Transport Statement Live Scheme List Last Updated: October 2013 Original TS Scheme Estimated TS Reference Reference LDF Area Ward Scheme Proposal and location Scheme Type Scheme Status Category Cost £ (Archived) Dunsbury Hill Farm - Strategic development site. East/west link road and new Highway Feasibility developer to Strategic HBC0006 S4 Barncroft Barncroft access junction plus bus gate to Woolston road. Scheme complete construct Purbrook Way/B2150 Hulbert Rd/asda roundabout -junction improvements Highway Feasibility Strategic HBC0005 S6 Bedhampton Barncroft £5,300,000 with bus, ped and cycle facilities Scheme complete School Travel Bedhampton Walking & HBC0115 Barncroft Park Community School - See school travel plan written 31/03/2006 To be Investigated £15,000 Plan and Leigh Park Cycling School Travel Bedhampton Walking & HBC0116 Bondfields Havant Academy - See school travel plan written 16/12/2005 To be Investigated £15,000 Plan and Leigh Park Cycling School Travel Bedhampton Walking & HBC0117 Barncroft Prospect School - See school travel plan written 31/03/2007 To be Investigated £15,000 Plan and Leigh Park Cycling School Travel Bedhampton Walking & HBC0118 Barncroft Woodlands Education Centre - See school travel plan written 31/03/2010 To be Investigated £15,000 Plan and Leigh Park Cycling School Travel Bedhampton Walking & HBC0119 Battins Trosnant Infant School - See school travel plan written 31/03/2010 To be Investigated £15,000 Plan and Leigh Park Cycling School Travel Bedhampton Walking
    [Show full text]
  • School Name DCSF School Code UCAS School Code Post Code
    Contextual Data - Education Indicators for the 2014 admissions cycle Schools are listed in alphabetical order. Level 2: GCSE or equivalent level qualifications Level 3: A Level or equivalent level qualifications Notes: 1. A 'WP Flag' (Widening Participation Flag) is produced if you meet the geo-demographic indicator or if you have been in care for more than three months. An additional contextual flag, a 'WP Plus Flag', is produced if you also meet at least one of the education indicators. 2. The education indicators are based on the combination of three years' of school performance data, where available, and combined using z-score methodology. For further information on this please follow the link below. 3. 'Yes' in the Level 2 or Level 3 column means that a candidate from this school, studying at this level, does meet an education indicator. 4. 'No' in both columns means that a candidate from this school does not meet an education indicator. 5. 'N/A' indicates that there is no reliable data available for that particular level of study. 6. Where both levels of study are reported as N/A, the school has not been included in this list. For a list of schools with no available data, please email [email protected]. For further information please refer to our website: www.manchester.ac.uk/contextualdata School Name DCSF School UCAS School Post Code School Level 2 School Level 3 Code Code Education Education Indicator Indicator Abbey Christian Brothers Grammar School 5420059 14099 BT34 2QN No No Abbey Christian Brothers Grammar School
    [Show full text]
  • District Schools with Contact Details As of 1.1.2021. Aldershot and District
    District Schools with contact details as of 1.1.2021. Aldershot and District: Kerrie Evans, [email protected] Alderwood, Alton, Amery Hill, Calthorpe Park, Court Moor Secondary, Cove, Eggar’s, Farnborough Hill, Fernhill, Frogmore Community College, Lord Wandsworth College, Robert May’s, Salesian College, St.Nicholas’, The Wavell, Yateley, Yateley Manor, HSDC Alton (formerly Alton College), The 6th Form College, Farnborough. Others: - Farnborough College of Technology, Samuel Cody Sports College, Treloar’s. Andover: Nicky Chewins, n.chewins@testbourneschool Clere, Embley, Harrow Way Community, John Hanson Community, Rockwood, Sparsholt College, Testbourne, Test Valley, Winton. Others:- Cheam, Grateley House, Icknield, St.Michael’s, The Mark Way, Thorngrove, Wolversdene. Basingstoke: Howell Reed, [email protected] Matt Roberts, [email protected] Aldworth, Bishop Challoner Catholic Secondary, Brighton Hill Community, Cranbourne, Daneshill, Everest Community Academy, Sherfield, The Costello, The Hurst Community College, The Vyne Community, Queen Mary’s College, Basingstoke College of Technology. Others: - Dove House School Academy, Limington House, Saxon Wood Special, St.Neots, The Kings, The Loddon. Eastleigh and Winchester: Mark Faulkner, [email protected] Crestwood Community, Kings’ Winchester, Perins, St.Swithun’s, Swanmore College, The Hamble, The Henry Beaufort, The King’s Fair Oak, The Mountbatten, The Romsey School Academy, The Westgate, Thornden, Toynbee, Wildern, Winchester College, Wyvern College, Barton Peveril College, Peter Symonds College, Sparsholt College. Others: - Brockwood Park (Bramdean), Eastleigh College, Lakeside, St.Edward’s, Sherbourne House, The Pilgrims’, Woodhill Preparatory. Fareham & Gosport: Ashley Cole [email protected] Bay House School & 6 th Form, Bridgemary, Brookfield Community, Brune Park, Cams Hill, Crofton, Fareham Academy, Fareham College, Henry Cort Community College, Meoncross, Portchester Community, St.Vincent College.
    [Show full text]